Classroom Management: 10 Ways to Deal with Difficult Students

By: Methods & Management for Middle School

We all have those students who are habitually in trouble or are making trouble. This classroom
management post is for all the teachers who struggle to reach those kids who snarl when you
look at them, recoil when you are near them, and refuse to do what they are asked.
Here are ten classroom management suggestions on how to deal with these difficult students:
Stay in contact with parents
Make sure they know what is going on; how often he is in trouble, and what trouble it was.
Create this bond and you won’t regret it.
Use proximity to limit negative actions
When at all possible, place the student nearest you (hard when you are immersed in PBL) or stay
within close proximity to him.
Have defined student expectations
Use the same steps to get the student on task and behaving EVERY TIME…i.e., ‘this behavior
ALWAYS equals this consequence.”
Choose the best time to discipline
You can’t win when you try to call out a student in front of his or her friends. Back off until you
talk in private.
Try to empathize with the student
I know it’s hard, because the kid is RUDE, but try to find out what is really going on. Can you get
someone to talk to the student? The student might need to take a safe seat to re-group.
Build on common ground
Reflect on your relationship to see if there is any way you can relate to the student. Does the
student play sports? In the Band? Have a sibling? Build on that and see what happens.
Utilize your teaching colleagues
Talk to your colleagues; has anyone been able to reach this student? If so, set up a meeting with
the student and the teacher.
Make class work a non-issue
This is HARD, but take the class work out of the equation for a short time and work on the
relationship…work the “work” back in later.
Try the peer tutor technique
Ask yourself- Is the difficult student good in one subject? Can he tutor a fellow student? Can he
help someone else succeed? It works BOTH ways.
Never give up
No matter the behavior, don’t give up on trying to reach that student…the negativity may be a
defense for something deeper. Keep up the good fight!
http://www.teachhub.com/10-ways-deal-difficult-students

Five Techniques for Dealing with Problem Students and Other Classroom Challenges
By: Mary Bart
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2
James is a first-year student who is enjoying the freedoms of being out from underneath his
parents’ rules. He’s an average student academically, but is often a distraction in class. He is
perpetually texting or surfing the web, and gentle reminders from the professor to pay attention
fail to keep him on task for long. His behavior is having a negative effect on other students in the
class and the professor is reaching his breaking point. The final straw came when the professor
noticed James was wearing headphones while taking an exam.

If you were in this professor’s shoes (and maybe that’s not too hard to imagine) how would you
handle a student like James?

During the recent online video seminar Classroom Management 102: Working with Difficult
Students, Brian Van Brunt, EdD and Perry Francis EdD used role playing to demonstrate both
effective and ineffective responses to students like James. Some of the ineffective approaches
include ignoring the behavior and hoping it improves, embarrassing the student in front of the
class, and enforcing a new, no technology rule for everyone in the class.

But there’s a better way, of course, and it centers on setting clear expectations upfront and
communicating those expectations to the students. It also means being willing to share a little bit
of yourself so your students can see you as a real person. In the case of a student like James, you
could, for example, let him know that you’re addicted to your Blackberry or iPod, but when
you’re in class you shut it off out of respect for the class. And while you can sympathize that it’s
sometimes hard to pay attention in a class that fulfills a requirement, but is not part of one’s
major, you also need to be firm in communicating your expectations for classroom behavior,
and the consequences for ignoring class rules.

“One of the things that I’ve discovered in the time I’ve taught is if we don’t address things
appropriately they have a tendency to fester and not just impact that particular student, but
impact the entire classroom and make it less than it could be,” says Francis, a professor of
counseling at Eastern Michigan University.

The scenario with James was just one of four scenarios played out during the seminar. Others
involved a veteran struggling to adapt to civilian life, an extremely shy student, and an ultra-
competitive student who participates in class to the point of distraction. In working with each of
these student types, Van Brunt encourages the use of what is known in the counseling field as
motivational interviewing, which includes the following five techniques.

Express Empathy

Avoid communications that imply a superior/inferior relationship.

Respect the student’s freedom of choice and self-direction.
Attitude change attempts are gentle, subtle and change is up to the student.
Develop Discrepancy

Change occurs when a student perceives a discrepancy between where they are and where
they want to be.
Help student develop a discrepancy by raising their awareness of the adverse academic
consequences of their choices.
Avoid Argumentation

Don’t argue, it tends to evoke resistance.

Show the consequences of their behavior.
Help devalue perceived positive aspects of their negative choices.
Roll with Resistance

Invite new ways of thinking.

View ambivalence as normal.
Evoke solutions from the student.
Support Self-Efficacy

Persuade student that it is possible to change his or her own behavior and thereby reduce
overall problems.
https://www.facultyfocus.com/articles/effective-classroom-management/five-techniques-for-
dealing-with-problem-students-and-other-classroom-challenges/
Strategies for Teaching Students With Behavioral Problems
By The Room 241 Team • February 8, 2013
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This post has been updated for accuracy and relevance as of December 2017.

The average classroom is likely to contain one or more students who demand more attention
because of behavioral difficulties. In some cases, hormones, challenges with peers, and home-
life problems can make even a “good kid” troublesome. And while some teachers are specially
trained to handle special needs children who demand more time, some aren’t. That can hurt
both the student and the teacher.

So how do we support these kids while also preserving our own energy, stamina, and patience?
Let’s break it down.

First, who needs to learn these strategies?

All teachers need to learn how to teach students with behavior problems. No matter if the child
is one student in a classroom with a concern or if the classroom is designed for children with
these complex behavioral issues, the methods to teaching and avoiding complications or
outbursts are sometimes the same. When teachers learn how to avoid situations that can push
the button on these children, it is possible to ensure the classroom’s lesson plan is fully explored
and all students get equal attention.

Prior to an occurrence
One of the best strategies for teaching in an environment like this is to learn methods that help to
prevent the occurrence of behavioral issues. While every student’s needs are different, there are
some simple steps teachers can take to help prevent problems as a group.

Increase the amount of supervision present during high-risk periods. When misbehavior is likely to
occur, such as during group work sessions or at specific times of the day, adding additional
supervision can be a helpful step in preventing problems.
Make tasks manageable. To avoid driving stress factors that can cause a child to begin to
misbehave, ensure that all the tasks you assign can provide the student with small bits of
information at one time. By dividing a lesson in chunks, you’re less likely to overwhelm the
student.
Offer choices whenever possible. Rather than creating a strict classroom routine, provide the
students with choices. For example, let students choose which project they work on rather than
having to focus on a specific project.
Ensure children reach out for help. In some cases, behavior issues occur because the child does
not know how he or she can receive help or does not, for some reason, feel that help is
available. Reassure children that they can reach out for the help they need. If they feel
comfortable coming to you when they’re lost, upset or overwhelmed, they’re not as likely to
have an outburst.
Prevention is always the best step, but of course it’s not always possible to stop every
occurrence of poor behavior.

Handling in-the-moment concerns

When behavioral problems begin to occur, it’s important for teachers to react in the right way.
Here are some strategies:

Apologies. Apologies help to repair the social conflicts between two individuals. Ensure that
apologies are encouraged by all offending parties.
Ignore. In some cases, the teacher ignores the behavior, meaning he or she does not react to it
or reinforce or reward it.
Reduce privilege access. After defining the privileges that students have, the teacher sets in
place a rule system for taking those away. For example, things like having free time or being
able to talk with friends are removed when rules are broken.
Praise. Praising positive behavior (not just expected behavior) is also a way of managing
negative outcomes. When teachers praise students more readily than scold them, the student
learns that to get attention he or she must act positively.
Dealing with conflict in the classroom is never easy. But by getting parents involved, putting time
aside to understand the cause of the problem, and by engaging children in positive rewards, it
may be possible to reduce some of the risk that behavior problems will get in the way of
learning—for you and for your students
https://education.cu-portland.edu/blog/classroom-resources/strategies-for-teaching-students-
with-behavioral-problems/

5 Tips to Reduce Student Absenteeism

October 31, 2016 by Hanover Research

Classroom absenteeism

Chronic student absenteeism continues to be one of the biggest barriers to equal achievement
among all student groups. A Johns Hopkins University study found that chronically absent
students are 15 percent behind their peers with respect to literacy and 12 percent with respect
to math by the end of Grade 1. Later, chronically absent students are less likely to graduate, to
attend college . . . the consequences last a lifetime.

District administrators, community leaders, teachers, and parents across the country have long
recognized student absenteeism’s damaging implications for student achievement, but recently
the issue has become widespread enough to gain priority at the state level. In October, Iowa
created a Chronic Absenteeism Advisory Council as part of a statewide initiative to close the
skills gap. In California, the state declared a “school attendance crisis” after a Department of
Justice report found that 210,000 K-5 grade students missed 10 percent of the school year.

In fact, in June 2016, the U.S. Department of Education found that chronic absenteeism is
widespread and prevalent among all student groups, regardless of geography, race and
ethnicity, and grade level.

Raising student attendance rates is huge priority for school districts, but it poses a multi-faceted
challenge. We’ve found that districts often turn to data to uncover attendance trends and to
perception feedback to craft a strategy to reengage this population.

School administrators ask three questions more than any others:

What can the district do to improve attendance?

What have other districts done that worked?
Where should we target our resources?
Research has proven, districts who succeed in addressing these issues:

Start early – The reasons that many students are chronically absent can be addressed through
prevention strategies, especially at the elementary level. Studies suggest that elementary-level
interventions are more effective in boosting attendance than those that begin in middle or high
school. If you want to target your attention and resources, elementary is the place to start.
Involve families and the community – Often, student absenteeism has roots in out-of-school
factors like poverty, family mobility, child care, and safety concerns. Successful districts engage
families and the community with effective communication and support strategies.
Create mentorship programs – Assigning at-risk students a “monitor” to build trust between
students and families, identify barriers to attendance, and check in regularly can greatly
improve outcomes. New York City’s “Success Mentors” program found that each participant
gained about nine days of school per year and that high school participants were 52 percent
more likely to remain in school the following year.
Use incentives – Incentive programs are often a low-cost, high-impact option for districts,
especially in the earlier grades. The most successful programs have a few things in common:
They avoid recognizing perfection only, and instead reward general punctuality.
They rely on low-cost incentives, which work just as well as high-cost, monetary incentives. (Think:
certificates, extra recess, homework passes, etc.)
They align the incentives of teachers, students, and parents.
They are part of a comprehensive approach including family outreach, school-wide culture,
and increased student engagement.
Don’t forget data! – Attendance policy success is often contingent upon collecting and
correctly interpreting well-targeted student attendance data. Without a system in place to
properly classify, collect, and interpret well-targeted school attendance data, districts struggle
to strengthen school-specific problem areas in attendance.
http://www.hanoverresearch.com/2016/10/31/5-tips-reduce-student-absenteeism/

How Can I Prevent or Reduce Absenteeism in the Classroom?1

Posted by PLB Blogger · Leave a Comment
Schoolchildren In classroom with teacherAttendance in classrooms is made compulsory to
ensure continuity in the student’s learning process.3 When a student is regularly absent from
class, it has an adverse affect on their academic performance. This is because frequent
absences may lead to missing out on vital information, facts and instructions that result in partial
understanding of a topic, submission of incomplete work and poor participation in class
activities. Some schools also dictate that students should have a particular attendance
percentage in order to appear for exams. Therefore it is of utmost importance that parents
ensure that their children attend classes.

What is absenteeism?

When a student misses a class without giving a proper reason for their absence, it is known as
absenteeism. Chronic absenteeism is when the student is missing 10% or more of a school year.
The most common reasons for absenteeism are: sickness, lack of interest in class activities and
studies, fear of going to school due to bullying and poor peer relations.

How can we help?

We can help reduce or prevent absenteeism among students by undertaking certain necessary
steps, such as:

Identifying the Cause: Engage in a one-on-one discussion with the student in order to identify the
probable cause of his absenteeism. This information can help you to better address these issues.

Imparting knowledge: Educate the students regarding the importance of attendance, the
adverse effects of absenteeism and school rules concerning the same.

Involving Parents: Parents should be made aware of the excess number of classes missed by
their child. This can be done by arranging regular meetings and working with parents to plan out
strategies best suited for their child. For example, in case of health related issues, the teacher
can arrange for an extra class to help the student with the missed out classes. Parents should
also be informed of other issues like bullying and poor peer relations, so as to provide the
necessary support and encouragement.

Second home: The school is like a second home for students. Therefore, you need to ensure that
they it is a safe and happy place for them. Teachers should be perceptive to a student’s
fluctuating behavioral or performance changes. It is important to develop a warm open relation
with them and create opportunities that encourage them to approach you with their problems.

Engaging classroom: Plan for active3, interactive and engaging class sessions to rule out
boredom and disinterest as causes of absenteeism. This can be done by incorporating various
active strategies like role playing, debates or through use of technologies like smart boards,
clickers etc.

Motivation: Use different reinforcements to motivate students to attend classes. Pinning an

attendance sheet on the classroom board is a visual reminder of all the classes they have
missed. Rewards can be handed out to the student with the maximum attendance (works well
in the lower classes) and instead of punishments, students with lower attendance can be given
the duty of performing different class chores (students and teacher can collectively decide this,
in advance).

Extracurricular sessions: Organize various clubs and class activities (planning out a birthday or
festival celebration) and encourage students to participate in the same. This helps break the
monotony of every day classes and livens up the classroom.

Thus, we need to try to create an environment of fun and learning and instill in our students a
positive feel towards studies and class activities, which will in turn reduce absenteeism.

Discuss here: How do you respond when a child is consistently missing school ?
https://k12teacherstaffdevelopment.com/tlb/how-can-i-prevent-or-reduce-absenteeism-in-the-
classroom/

8 Ways To Eliminate Parent Complaints Forever

by Michael Linsin on September 26, 2009

Receiving complaints from parents can be stressful and make you lose confidence in yourself,
especially if they’re leaked to other parents or fellow teachers. Worse yet is when a parent goes
over your head and complains to your principal.

The best way to handle parent complaints is to listen politely, and then take action. Fix their
problem, allay their fears, and do whatever you need to do in order to restore their confidence
in you and your program.

Teachers who bristle and become defensive when a parent questions their teaching practices
are making a mistake. If they’re not careful, they’ll find themselves in a protracted battle they
can never really win.

Your reputation in your school community is critical and is never worth tarnishing, regardless of
how “right” you may feel. Parents want you to do well, and it’s best to treat them like valued
customers.

Still, it never feels good to hear from a dissatisfied parent. The best strategy, then, is to never give
them a reason to complain in the first place. What follows is a list of eight ways to eliminate
parent complaints forever.

1. Send a parent information packet home the second week of school detailing your classroom
management plan, homework policy, and restroom procedure. Most complaints come from
these three. Make the information contained in your packet clear-cut and simple to read. The
reading time should be no longer than ten minutes. Send it after a full week or more of teaching
the information to your students.
2. Include a signature slip at the bottom of the last page of your packet. Ask in the cover letter
that both the student and his or her parent(s) sign the slip. It should read, “We have read,
understood, and discussed Room 22’s parent information packet.” Use a dotted line and clear
instructions that the slip must be signed, detached, and sent back to school. The parent, then,
keeps the packet for reference. Allow your students a few days to return the signed slips, and
then file them in a safe place.

3. At back-to-school night, thoroughly review the parent information packet and allow a Q&A
period to clear up any areas of confusion. Tell your parents exactly under what circumstances
you will contact them. Many complaints start out with, “I didn’t know this about my daughter” or
“Why didn’t you let me know my son did this?” No one likes to be surprised.

4. Send home progress reports once a month. Use a simple form, a half sheet of paper you fill out
for each student. You can make it a checklist if you wish. Just give parents the facts. Include
number of time-outs, homework misses, and any poor test grades. Only write comments if
they’re needed. Progress reports take little time to fill out and are so worth the effort. Require the
reports to be signed and returned within a couple of days. Then file them for future reference.

5. Be an open classroom. Invite parents to visit any time and have chairs set aside for visitors.
Don’t worry, they won’t barge in. Few will take you up on your offer. It’s the thought that’s
important. It shows you care and appreciate their involvement. It’s the teachers who prefer to
teach behind closed doors who find themselves in the cross hairs of unhappy parents.

6. Don’t yell, use put downs, or sarcasm. Besides creating tension, these hurtful methods don’t
work in the long run and virtually guarantee that you will, at some point, receive complaints. And
these types of complaints are especially embarrassing and nearly impossible to answer. Instead,
follow your classroom management plan to the letter.

7. Use a simple homework policy. Make sure it doesn’t require parents to do anything except
supervise from a distance. Too many students take homework home they don’t fully understand,
and parents are left to teach it to them. One of the keys to getting homework back each day is
to assign only what students have proven they understand. Homework is between you and your
students. Parents shouldn’t have to get involved.

8. Make sure your students enjoy being in your class. Happy students equal happy parents.

Follow these eight strategies and you will effectively complaint proof your classroom. I
guarantee it. If you answer probable complaints proactively, you won’t get any.
https://www.smartclassroommanagement.com/2009/09/26/8-ways-to-eliminate-parent-
complaints-forever/

Classroom Management: Working With Parents

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Classroom Management: Working With Parents

Introduction

For some educators, working with parents is either the most helpful, or one of the hardest, parts
of teaching. While this topic does not affect the educator of adult students, it is a serious issue for
teachers of children of all ages. Even college educators have occurrences where they have to
deal with difficult parents, even though their students are usually adults. The best-case scenario is
parents who are involved, interested, and willing to "partner" with the educator in the best
interests of their child's education. The worst-case is parents who are completely disinterested, or
even detrimental, to their child's learning -- or parents who are so overly involved, that they
micro-manage their child's education and become a burden, rather than a help, to the
teacher.

Difficulties and Problems

While the majority of parents will fall into the helpful category, it is important for new teachers to
realize that not all parents will be helpful or involved. The extremes are borderline abusive,
disinterested, and absent parents; on the other end of the spectrum, overly protective, micro-
managing parents make teaching a difficult task and would wear out the patience of any
educator. Many new teachers become disappointed and disillusioned to discover that some
parents simply have little or no interest in their child's education. However, this is a reality the
teacher must deal with.

Some problems that teachers will face in dealing with parents include:

Absent parents: Some parents are simply not available and have little contact with the school or
their children's teachers. This may be due to the work obligations of a single parent household,
addictions, mental illness, physical illness, or simple disinterest.
Possible solutions to dealing with absent parents: The educator should find out what it is exactly
that is causing the parent to be absent. Sitting down with the student and asking them directly is
the best method of getting this information. If the problem is lack of ability to attend meetings
and conferences due to whatever circumstance, the teacher should offer to use another form
of communication, such as telephone conference and email, or, if the reason is illness or
physical disability, possibly a visit from the teacher at the home. When dealing with borderline
abusive parents (those whom child services would not take action against, but neglectful to the
point of concern), the teacher can offer counseling to the family, or, if the parents are unwilling,
offer counseling to the student directly in the form of speaking with a qualified school counselor.

Micro-managing parents: Some parents get so involved in their child's education that their
attention becomes overbearing for the student and the teacher. A parent who calls, emails, or
shows up at the school daily or every few days, is a micro-manager. A parent who challenges
every poor grade or disciplinary measure the teacher gives their child is a micro-manager. A
parent who wants to know details about the home life, grades, and behavior of all of his or her
child's classmates is a micro-manager.

Possible solutions to dealing with micro-managing parents: Kindly, but firmly, make the parent
aware that frequent, unscheduled conferences are not possible. Have your school
administrators back you up on this point. Suggest that she or he email questions and concerns
with the stipulation that overly abundant correspondence cannot be answered promptly, or at
the detriment of your classroom duties and responsibilities. Make the parent aware that you
have a classroom of children to divide your time among, and that you cannot not discuss the
personal information of other students. As long as you have a policy of giving grades that are
deserved and earned and you are willing to stand by your decisions, do not change grades
unless you mistakenly marked answers incorrect.

Partnering With Parents for Great Outcomes

Want to learn more? Take an online course in Solving Classroom Discipline Problems.

While the above situations are extreme and usually exceptions, the majority are parents who are
willing to get involved to some extent in their child's education. These are the parents who
attend parent/teacher conferences, respond to teacher requests and notes, help their children
with projects and homework, and will support you in disciplinary actions. The best student
outcomes are usually achieved when you can enlist the support of your students' parents. Some
may have more time to contribute than others. Stay-at-home mothers or fathers can often help
in the classroom by preparing for parties and events, supplying special treats or helping with
paperwork. Others may work and can only contribute by offering special treats or monetary
contributions for activities they cannot attend due to work obligations. In all cases, parents who
have an interest in helping you meet their child's educational goals will be a boon in the
classroom.

Try to meet parents face-to-face as soon as possible in the school year. Be sure to have
parent/teacher conferences during the first month of the school year so that you can convey
your expectations for their child's achievement and behavior. Allow parents to ask questions and
if you cannot answer at the conference, get back to them via telephone or email. Give parents
your email address, so they can get in touch with you for questions and concerns. Have another
conference at mid-year to discuss progress and performance. Let parents know if their child is
having problems in any area, and let them know how they can help the child overcome the
issue.

Look to Parents for the following:

Ask them to show support for learning at home.

Have them communicate positive feedback about your performance.

Ask them if they may be able to volunteer to help in the classroom.

Ask them if you can count on their support with fair discipline measures that you impose upon
their child by imposing the same restrictions at home for misbehavior.

Ask them to ensure that their children do their homework, projects, and reports.

Ask them to speak to the class about their profession or job.

Ask them to talk to you directly or via email about a problems and solutions.

Conclusion

Parents are your best ally in the classroom. They can help support you by teaching at home,
backing up your fair discipline measures, making sure homework and projects are done, and by
helping in the classroom. Stay in contact with those who show an interest, and attempt to make
contact with those who seem disinterested. Be sure to find out what is going on with parents
before you assume the worst; an illness or other situation may be keeping parents from
attending conferences, or from making contact. Think of parents as your partners in their child's
best educational interests. Solicit their help and support whenever possible for the best
educational outcomes.

Managing Student Violent Assaults and Breaking Up Student Fights

Introduction

While dealing with extreme parents, misbehavior, and interruptions may be some of the most
difficult parts of teaching, all teachers would agree that coping with violence is by far the worst
problem to deal with. While this is less of a problem with younger children, violence can occur at
any grade level. This behavior is dangerous and upsetting for other students and teachers, as
well. There are many reasons violence occurs in schools and classrooms; it helps to understand
the reasons, as well as tactics to avoid the occurrence in the first place.

Overview

Managing violent students and situations is something that every teacher should be prepared
for. A good plan should be in place, whether you think you will need it or not. You may never
have to use your managing violence plan, and that would be the ideal. If you are alert and
sensitive to the moods of your students, and know which are having problems with violence, you
may be able to thwart boiling tempers or aggressive behavior before a student explodes to the
point of violence. However, every teacher should keep in mind that violence can occur
suddenly and without warning, and that the unprepared teacher will be caught off guard and
may end up intensifying the situation rather than calming things down.

Handling the Extremes

To use a football term, the best offense is a good defense. Essentially, you should be prepared to
deal with student aggression before things get out of hand. The best way to do this is to stay
calm. Staying calm is the number one best way to not intensify a tense situation. The teacher
should remain as nonaggressive as possible in situations of student aggression. Students need a
good example of how a mature adult handles hostility, anger, frustration, and out-of-control
behavior. Many students who are violent and aggressive do not have a good, solid role model
to emulate when life gets difficult, or, they may have good role models at home, but current
friends are influencing their behavior.

It isn't difficult to spot the more aggressive students in your classroom at the outset; keep an eye
on those students and try to work with them individually, offering them other outlets for their
violent reactions to frustration or anger. Sports and other activities might be the answer for some
students. Showing movies that address the issue of violence, and showing solutions and positive
outcomes may also be useful. Many educators of high school students use William Shakespeare's
Romeo and Juliet as an example of how violence and anger destroy love and potential. There
are multiple novels, movies, and plays that can be used to teach students about the negative
results violence brings to the aggressor(s) and the victim(s). Some will also help aggressive
students identify with characters, so they don't feel isolated or more separate from others.
Through these teaching aids, they may realize that the presence of violent, aggressive youth is
not anything new, nor is it something they invented. Hopefully what students will see is that the
end result of using violence to get what they want will end in frustration and impotence, rather
than the power and control they are seeking.

A note about reality/choice therapy. If you have the time or the inclination, reality/choice
therapy methods work well with aggressive students. The idea is to help them realize that they
are not getting what they want through the methods they are using, and to help them find other
ways of achieving what they desire.
Some tactics you can use to reduce the chances of violence occurring in your classroom are:

Reduce access to possible victims.

Establish reasonable norms and expectations.

Avoid confrontation.

Minimize competition.

Use nonverbal signals and reminders.

Provide desirable incentives.

Intervene early, and before aggression turns to violence.

Provide constant supervision, if required.

How to end fights if they cannot be thwarted:

Stay very calm, cool, and composed, no matter how difficult that may seem during a crisis.

Do not be aggressive yourself. You may certainly be assertive, firm, and direct, by telling the
student(s) to "stop," but do not, under any circumstances, threaten the student(s) verbally or
physically.

Stay out of the student's space.

Be nonintrusive and noninvasive.

Do not move toward the student, or invade his or her space.

Communicate expectations calmly, but firmly. Always tell the student to stop, with an
accompanying hand signal.

Send for help and get rid of the audience.

Don't argue, and do not respond to verbal abuse.

Use physical intervention only as a last resort -- and then, only if policies permit you to do so and
you are trained to do so.

Physical Intervention

Most experts agree that a teacher should only use physical restraint as a very last resort, and
only if there is immediate danger of physical harm to the student or a victim. If you have no
experience, or have not been trained in physical intervention, you should not attempt it unless
you feel you have a reasonable chance of restraining the student. In other words, if you are a
120-pound, five-foot teacher, who is dealing with a 200-pound six-foot raging student, you
should not try to subdue the student. If the student seems high, so angry that he or she is not at
all listening, has a weapon or something that could be used as a weapon, do not try to subdue
the student. If you are physical match for the student, and you feel you can reasonably restrain
them until he or she calms down enough to come to their senses, then do so.
Conclusion

Student violence against teachers and other students is often frightening and difficult to deal
with. Addressing the underlying issues that are causing violence in problem students might be
the most effective defense a teacher has at his or her disposal. Suggesting sports or physical
activity that will release some physical aggression is a good place to start. Offering alternatives
to aggression to get what they want (reality/choice therapy) also works well for many aggressive
students. A teacher should always be prepared for the possibility of violence, because these
events often occur unexpectedly, and without warning. Try to use aggression and violence as a
teaching tool and remember to stay as clam as possible in any violent situation.

https://www.universalclass.com/articles/self-help/classroom-management-working-with-
parents.htm

Classroom Management Techniques: Partner with Parents

By: Janelle Cox

Getting parents involved in their child’s learning is just as important as teaching your students the
concepts that they need to learn. Studies show that the more parents are involved in their
child’s education, the better their success rate is at school. Partnering with parents, especially in
the early grades where teachers can really use the extra help is essential. The best way to ensure
parental involvement is through a kindhearted and friendly approach. Some parents may be
reluctant to get involved because of a previous bad experience. The school, and teacher’s
attitude, toward partnering with parents can change their mind. Here are a few classroom
management techniques in which you can get parents involved in their child’s education.

Classroom Management Techniques to Get Off to Good Start

The best way to get parents involved and keep them involved is to make a great first impression.
Send home a letter before school even begins telling parents and students a little bit about
yourself. Start the school week off by having a meet and greet, and invite all family members
(even extended) to join in on the fun. Get to know the students’ families on a deeper level than
just a hello. Studies show that people feel better about their child’s care when they know that
the teacher is invested in them.

Classroom Management Techniques to Help Parents See the Value of Being Involved

Researchers have been studying the effects of parental involvement on children’s education for
more than three decades. They have all concluded that when parents are involved, the child
will not only do better in school, but will also go further too. Studies also show that students get
better grades, have better social skills, score higher on tests, attend school regularly, and
continue their education even after they graduate.

Parents have benefits too. They are more likely to have confidence in themselves as parents, are
held at a higher esteem from the teachers, and are more likely to continue their own education.
Once parents can see these benefits and the value that they can bring to their child’s
education, they will not be able to say they don’t have any time to be involved.

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Set Up Volunteer Opportunities

Setting up volunteer opportunities in the beginning of the school year you will give all parents
(regardless of the busy schedules) a chance to participate in their child’s education. There are a
variety of ongoing jobs that you can enlist parents to help you with. Whether parents have a lot
of free time or just a few minutes, there is always a way that they can participate in their child’s
education. Here are a few ways parents can get involved, either at home or in the school
setting.

Field trips. Plan your field trips around times that you know that parents are more likely to be able
to attend.
Tutor. If a parent is particularly great a specific subject they can help and tutor a few students.

Clerk. Parents can help file, grade, and organize papers, book orders, and so on.

PTA. Parents who have a lot of free time on their hand may want to volunteer to be in the PTA.

Make it Easy to Get Involved

One of the biggest obstacles parents have is limited time. Most parents find it a challenge to get
involved because of the demands of work and home life. Studies show that people today have
very busy schedules and only have a few minutes here and there throughout their day that are
free. Make it clear that you only need them for a few minutes or a few hours. For these parents,
you may want to plan short tasks that parents can do in their spare time. This also benefits the
parents who don’t like to come into school because they don’t feel comfortable. Here are a
few a ways parents can help in their spare time.

Create a bulletin board. Give parents a theme and have them create a bulletin board around
that theme.

Plan a party. Give parents specific guidelines on how to plan a party and all that it entails.

Run the class social media page. Everyone has a minute to spare for social media. Have parents
take a moment of their day to update the class social media page with quote, pictures, or
event news.

Partnering with parents will make a dramatic difference in the lives of each and every one of
your students. Parents can serve many different roles in their child’s education, from classroom
volunteer to fundraiser booster. Any involvement, even if it’s just a few minutes a week, will
benefit the child. Remember, parents are more likely to participate when they feel the school is
welcoming and they are part of the team. The more the parent participates, the better it is for
their child’s achievement.

How do you partner with parents in your school? Do you have any fun ideas that you would like
to share? Please leave your ideas in the comment section below, we would love to read them.

Janelle Cox is an education writer who uses her experience and knowledge to provide creative
and original writing in the field of education. Janelle holds a master's of science in education
from the State University of New York College at Buffalo. She is also the elementary education
expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB
Magazine. You can follow her at Twitter @Empoweringk6ed, on Facebook at Empowering K6
Educators, or visit her website at Empoweringk6educators.

Source: A New Generation of Evidence: The Family is Critical to Student Achievement

http://www.teachhub.com/classroom-management-techniques-partner-parents
5 Things I’ve Learned From The Parent Who Hates Me

“Haters gonna hate” is not on the list.

Mike Yates Mike Yates on September 26, 2017

Lessons for Teachers Dealing With Difficult Parents

As I huddled around a desk with two parents, my principal, and vice principal, I experienced
one of the oddest moments I have ever had as a teacher. One second, we were talking about
missing assignments and the next, mom was leaning across the table, sharply pointing a finger at
me. “I don’t like you. I don’t like you! And I don’t want you teaching my son.”

My reflection on this meeting helped me arrive at five extremely important conclusions. Ones
that will stick with me for the rest of my life. For other teachers dealing with difficult parents,
maybe these lessons will ring true for you, too.

1. Parents love their children. Period.

via GIPHY

I was tempted to lament and complain about what a bad person this mom was immediately
after the meeting ended. “Doesn’t she know how many hours I spend planning, grading,
creating PowerPoints? Doesn’t she know how hard I work for her kid?” I thought to myself. The
answer to those questions is probably not.

She doesn’t know how hard I work, but she does know that she loves her son. In a battle
between teacher and child of course she would choose to side with her child. As a parent, I
know that same love. Regardless of the meeting, regardless of the child’s grade or athletic
performance this mom loves her son. Period.

2. Not every parent is going to like you and that’s okay.

via GIPHY

No one wants to be disliked. A coach once told me, “deep down, we are all people pleasers.”
On some level, most teachers want our students and their parents to like us. While it may not
necessarily be your goal, I’ll bet you smile wide every time you hear, “this is my favorite class,”
from a student.
My experience with the loud disapproval from a parent has shown me that, no matter how hard
I work, not every parent will like me. They will at some point disagree with me, and I have
learned to be okay with that. At the end of the day, I am here to change the world through the
power of education. And I am going to do that with everything in me. No matter what.

3. The parent who dislikes you is not every parent.

via GIPHY

That parent meeting made it easy for me to throw myself a “no one likes me” pity party. Until I
realized that she was just one parent. Just because one parent expresses disapproval or disdain
for your class or even you as a person that does not mean that every parent has turned on you.

I am still working on my relationship with that parent, but I am also still fostering the extremely
positive relationships I have with other families.

4. The parent who dislikes you is not their child.

via GIPHY

This one is so important. Chances are you did not get into teaching for the parents. I know I
didn’t. I got into teaching to change the lives of students. This may sound strange but even if a
kid’s parent does not like you, it does not mean that the child doesn’t like you. It may mean that
you should devote some extra energy and love toward that child.

When that mother told me she did not like me, my response was, “That’s too bad, because I
love your son.” And today, I’ve got more love for that child than before or during that meeting.
While his mom may not like me, he and I still have daily conversations about hating the Dallas
Cowboys or which restaurant has the best chicken and waffles. We just created our own
personalized handshake!

5. Teaching is a calling.

via GIPHY

This is the greatest profession I know. The students will come and go, along with their parents. Not
every student will like you. Not every parent will like you. We all know that not every colleague
will like you. But at the end of the day, if you have said yes to the call to teach, you keep
coming back.
What advice would you give to teachers dealing with difficult parents? We’d love to hear in the
comments.

https://www.weareteachers.com/teachers-dealing-with-difficult-parents-lessons-learned/

4. Effective Classroom Seating Arrangements

Posted on 12, May, 2015

Last Modified on 25, August, 2016

Pin it Share Tweet Share Share

Your classroom seating arrangement is just as important as your syllabus. Here are some tips on
finding the perfect desk configuration that fits your teaching style, your students, and your
classroom space.

You’ve spent countless hours creating the perfect curriculum. You’ve searched the deepest
corners of the internet to find creative lesson plans. You’ve stayed after school to give students
extra help more days than not. Don’t squander all your hard work by not using an effective
classroom seating arrangement.

When your classroom setup is in harmony with your teaching style, your students, and the space
and furniture you have to work with, the benefits can be endless. But, when it’s not, it can be
detrimental.
 Many factors contribute to determining the most effective classroom seating arrangement. With
some of these factors changing daily (and sometimes even hourly), it’s important to have a
configuration that can be flexible to accommodate classroom variety.

 Shop All Educational & Activity Tables

Factors That Influence Classroom Configurations

Classroom Size and Shape

Before you start moving your desks all around, make sure your preferred seating arrangement
can work within the space and school furniture you have. Some configurations may not be
feasible with certain classrooms. Also, be mindful of obstructions like support beams, poles, walls
and other fixtures that can’t be moved. For many teachers, the chalkboard or whiteboard is a
major focus in their teaching. Make sure your students can clearly see it without too much strain
or difficulty. For more mobility and flexibility, consider swapping your wall-mounted chalkboard
for a rolling whiteboard or TV cart or stand with wheels that can be easily moved around the
classroom.

Distractions
Identifying and mitigating possible distractions will help streamline your lessons and boost
classroom productivity. Things like windows overlooking the playground, nearby busy lobbies
and hallways, water fountains or even someone using the pencil sharpener can easily grab the
attention of a borderline disengaged student. Try to keep these distractions out of your students’
line of sight.

Student Age and Size

The number of students in your class cannot be discounted when considering classroom seating
arrangements. However, just because you have a larger class of 20 or more students doesn’t
mean you have to abandon your preferred desk configuration. There is a bevy of variations of
each design idea to accommodate most class sizes: you just have to be creative.

The age and maturity level of your students can also hinder your choice selection. When
selecting a classroom setup, be aware of what would be age appropriate for your class. If you
have students who display behavior issues, be mindful of special seating considerations.

Teaching Style & Objectives

This is the most important factor and, unlike the others we’ve listed, it’s completely in your hands.
Classroom seating arrangements support your teaching style and objectives or sabotage them.

Who do you want to be the focus of the class?

 Teacher-Centered Class: If your class is going to be lecture- and presentation-centric, use a

configuration where all students can see you and the lectern.
  Learner-Centered Class:With these classes, student discussion and group work are
paramount. Find a seating arrangement that encourages students to interact with one
another.
 Both: Many educators adhere to the belief that a balanced education has a healthy
mixture of both teacher-centered presentations and student-based discussions and work.
Look for seating layouts that are flexible and functional.

How do you want the class to interact?

 Minimal: Interaction flows from the teacher to the student. Student-to-student discussion is
scarce. Testing and individual work also dominate the class.
 Small Groups: Students interact in pairs or small groups.
 Large Groups: Students engage in group discussions and lessons with the entire class.

What are your learning objectives?

 Knowledge: Students will learn and understand the content of the coursework. Use
configurations that support independent activity and emphasize focus on content.
 Skill Growth: Students develop a certain set of skills during this course. For skills that rely on
cooperation, communication, teamwork, reflection, etc., layouts that encourage group
work and discussion are preferred. For more independent skills like troubleshooting, analysis,
listening, etc., look for configurations that support independent work and minimize
distractions.

Most Common Configurations

Traditional Rows or Columns

The rows configuration (also known as the columns configuration) is the most common
classroom arrangement. This type of setup complements class structures that revolve around
teacher-based instruction and presentations. Students are more focused on coursework and
independent assignments. They are also less likely and/or able to cheat with this layout. Though
this seating arrangement can be used with any class size, large classes may often see uneven
levels of interaction as students in the front row will participate more while those in the back may
lose focus.

Horseshoe or U-Shape
This model supports both student-to-student interaction and teacher-to-student interaction. The
class interacts in a large group format, though teachers have ample opportunity to work with
students one on one. Courses that emphasize discussions and presentations typically function
well with this configuration.
Clusters

Clustering the desks into small groups promotes student-to-student interaction. Students develop
skills such as communication, problem solving, collaboration, and more in this arrangement.
These clusters offer safe and comfortable environments for students to share ideas. This comfort,
however, also lends itself to off-task behavior and large increase in noise level and distractions.
Alternative Configurations
For some educators, the most common classroom seating arrangements aren’t the most
effective. There are infinite amounts of variations of clusters, horseshoes, and rows, and even
more classroom setups that are completely new and different. Here is just a handful of examples
of more alternative approaches.

Runway
Best used with smaller classes, this setup puts the emphasis on the educator. The teacher uses
the runway between the two rows of facing desks to conduct the lessons. This layout is great for
discussions and lecture based classes.
Stadium
A variation of the classic row configuration and runway, desks are grouped in clusters but all
facing the same direction. Like runway, this layout is best suited teacher-centric classes.
Combination
This configuration is great for classes with students of varying learning levels, methods of learning,
and behavioral issues. Mix and match any configuration to best fit your needs and your students’
abilities. For example, set up part of the room as rows for students who need to focus on
individual work and another part as a mini horseshoe for students who require more discussion-
based activities.
Conclusion
Every classroom, teacher, student, and situation is unique. To find the best classroom seating
arrangement for you, a little ingenuity and creativity may be necessary. Think outside the box,
rows, and horseshoes and create your own configuration. There are plenty of online tools such
as Scholastics Class Set-Up Tool and Kaplans Floorplanner to help you develop your
own classroom desk layout.

https://www.displays2go.com/Article/Effective-Classroom-Seating-Arrangements-32
 Classroom setup is
an important component in a learning environment because it is an essential piece of classroom
management to support both teaching and learning. The physical atmosphere of the classroom
can help prevent behavior issues as well as promote and improve learning. The structuring of the
learning environment is essential for teachers and students. In fact, studies show that the physical
arrangement of the classroom can affect both student and teacher behavior, and that a well-
structured classroom management plan of design has the ability to improve learning and
behavior. In order to create an inviting and safe, supportive learning environment,
using classroom management for the way you arrange your desks matters. A supportive
learning environment can mean the difference between having a good day and a bad day.

Your classroom arrangement is the physical foundation of where your students will learn. This
means that every square foot of it needs to be used for activities that support learning. The
spatial structure of the classroom; where students will be seated, how the students will move
about the classroom, and the whole classroom atmosphere needs to be considered, as well as
how the classroom will be structured to address the academic, social, and emotional needs of
the students. The physical arrangement of the classroom should also be reflective of the student
body and must be consistent with the needs of all learners.

In addition to the way your classroom is physically arranged, the classroom environment as a
whole needs to be considered. What you put on your walls, the classroom materials you will use,
and where, and how you will set up your activities. All attributes of a structured learning
environment need to be considered when setting up your classroom.

Classroom Management: Benefits of a Well-Designed Classroom

According to a recent study at the University of Salford, a well-designed classroom can boost
student performance by 25 percent. That means that your classroom design can have a
significant impact on your students’ performance. So, it is essential to thoughtfully and clearly
consider all facets of your classroom design. A well-thought out physical arrangement of your
classroom is also important for these reasons:

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 Students will learn which behaviors are acceptable and expected in each specific
location in the classroom. For example, when in the classroom library, students need to
be quiet, but while in the classroom play area, students are allowed to talk.

 Students will learn to anticipate which activities will occur in specific areas of the
classroom. This helps students be mindful of how they need to behave for each specific
area they are in.

 Students learn to respect boundaries. For example, there are “Teacher only” areas as
well as the boundaries of space a student has around his/her personal desk.

 The organization of classroom materials allows students to retrieve them quickly, which
helps to decrease unwanted behavior.

 Proper room arrangement provides predictably, which is essential for students, because
students thrive when they are in a comfortable learning environment.

Arranging Your Classroom

Before you set out to arrange your classroom, consider asking yourself the following questions:
  What information do my students need to know? They need to know the date,
assignment, classroom procedures, etc.

 What will inspire my students every day? Quotes, posters, classroom awards, everyday
heroes, etc.

 What education artifacts do they need? Word walls, literacy resources, purposeful posters
and bulletin boards, etc.

 How do I need to structure the desks? Teacher-focused activities means desks will be in
rows or small clusters facing the front of the classroom, while student-focused activities
means desks will be put into groups or semicircles so students can easily collaborate with
one another.

 Do any of my students have specific medical needs? A food allergy, wheelchair, etc.

 What furniture is available? Desks, tables, bookcases, shelves, etc.

The answers to these questions will help guide you to structure an effective learning environment
for your students. Depending upon what furniture is readily available, you will also need to
structure your classroom so that every student has a home base (or an individual learning area
like their own desk), a whole group instruction area, a dedicated teacher area, as well as a
transition area where students can wait for the next activity or lesson to begin, or at least have
your space arranged so students can move about easily and comfortably without bumping into
one another.

Essential Areas

As mentioned above, there are a few required areas that you must have in your classroom: A
Home base, group instruction area, teacher workstation, and transition space. Here we will take
a closer look at how you can arrange each of these specific areas.

Home Base

Each student needs a space to call her own. Have it be an individual desk or her own space at
the table, they need something to call their home base. This space is a place where students
can do their independent work or go to when you are transitioning in between lessons.

Two factors need to be considered when deciding where students home base where be; if the
student has any behavior issues, and the size of your classroom. Once you factor in these issues,
then you are ready to clearly assign each student a home base.

Group Instruction

The next essential area that you need to set up is where your group learning will take place. Will
students sit at their desks in rows or a circle, or will they sit on the carpet? You may need to
consider finding two spaces for group instruction. One space where students are able to work
within a small group independently, and one space where students can get messy and work
with different art materials which would likely be by the sink. Within each area, you will need to
figure out where you will put your learning materials so that they can be easily accessed by the
students. The back table near the sink would be ideal for small group work, and the front carpet
would be ideal for large group work where all students can find a seat.

Dedicated Teacher Area

Teachers need a place to call their own too. This space should be near an outlet where you can
have access to a computer, as well as it should be out of the way but also easily accessible for
students to get to you. Ideally, your space should be near the widow with your desk or small
table situated sideways, in the corner of the classroom. This way you will get the light from the
window to help you see, you are out of the way but also easily accessible to students, and are
able to scan the whole classroom right from your seat.

Transition Area

The transition area can be a specific location like the carpet that students go to while waiting for
the next activity, or to go home or to a special like gym or art. Or it can be the student’s home
base or a specific location in the classroom. What this space looks like and where it is located
will depend upon your students’ needs as well as their ages. No matter where the space is, it is
important that your students know where to go during transition periods.

In short, specific classroom features are relevant to what students are learning. Research shows
that students benefit from a well-designed, well-structured classroom. Most importantly, if you
find that your students are struggling with the design of your classroom then you must consider
rearranging it.

How do you structure your classroom? Do you have tips that work well for you and your
students? Please share your thoughts in the comment section below.

Janelle Cox is an education writer who uses her experience and knowledge to provide creative
and original writing in the field of education. Janelle holds a Master's of Science in Education
from the State University of New York College at Buffalo. She is also the Elementary Education
Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB
Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6
Educators.

http://www.teachhub.com/classroom-management-effective-learning-environment

Classroom Organization: The Physical Environment

By Linda Shalaway

Achieve a warm, well-run classroom with these tips to create a physical layout that reflects your
teaching style.

Grades

PreK–K, 1–2, 3–5, 6–8, 9–12

FROM
Warm, well-run classrooms begin with the room's physical layout — the arrangement of desks
and working space, the attractiveness and appeal of bulletin boards, the storage of materials
and supplies.

Arranging Space

The physical layout reflects your teaching style. If you want students to collaborate in small
groups, for example, organize them around tables or clusters of desks. For frequent whole-group
discussions, try a circle or U-shaped desk configuration. If you plan on an individualized, self-
paced curriculum, you might set up learning stations.

The physical layout should also reflect you. Don't hesitate to give the room your personal touch
with plants, art, rugs, posters, and maybe some cozy pillows for the reading corner.

"Creating a caring, child-centered environment takes lots of thought and planning," says fifth-
grade teacher Frank Garcia. "Basic bulletin boards are not enough. I believe in a very colorful
classroom with posters, functional bulletin boards, and other 'interesting' items to enhance the
environment, such as a small refrigerator, TV, and a stereo system with a CD player."

In Reggio Emilia, a northern Italian town whose early childhood programs are internationally
acclaimed, classrooms feature displays of children's work, collections of "found" objects, ample
space for supplies (all aesthetically arranged), and clearly designated spaces for large- and
small-group activities. Reggio Emilia educators stress the need for a classroom environment that
informs and engages the child. They consider the physical environment to be "another teacher."
And in the sense that it can motivate children, enhance learning, and reduce behavior
problems, environment really is an extra teacher.

Author and educator Mike Hopkins points out that personal teaching style and specific
educational needs should largely determine how you design your classroom space. Hopkins
urges teachers to forget about the way things have always been done and to visit museums,
libraries, other schools, and colleagues' classrooms to identify different ways of organizing
learning space.

Many teachers prefer to create different areas within the classroom. For example, a classroom
might feature a quiet reading corner, a music area where students can play soft music while
completing work, a discussion/conversation center, a large table for cooperative projects,
spaces for wet or messy projects, multimedia spaces, learning centers or stations, and individual
work areas.

Easily accessible materials and supplies can eliminate delays, disruptions, and confusion as
students prepare for activities. In poorly arranged classrooms, students spend a lot of time
waiting — waiting in line, waiting for help, waiting to begin. To eliminate some waiting, store
frequently used items such as scissors and paste in several different areas.

Desk Placement

In many classrooms, the largest amount of space is devoted to the arrangement of individual
student desks. Teachers vary greatly on their preferred arrangements, but most agree that the
days of 30 desks lined in neat rows and facing the teacher's desk up front are long gone.
Instead, some teachers like to arrange desks in cooperative groups of four, while many others
prefer a U-shaped configuration, where everyone has a front row seat.

"Arrange the room so that you can make eye contact with every student and reach each
student with ease," suggests sixth-grade teacher Jane Baird.

But no matter how you arrange desks, don't be afraid to make changes.

"Set your room up, and at the end of each unit or each month, evaluate and make changes,"
advises fifth grade teacher Laurie Borger. "Move the students' desks on a regular basis so all
children learn to cooperate with all children."

Second-grade teacher Pamela Shannon agrees: "Don't be afraid to make seat and desk
changes if the arrangement doesn't work. You are in charge."

Environmental Preferences

Other important environmental features include temperature, lighting, and noise level. These
factors affect students in different ways and are directly related to individual learning styles.
Studies suggest that when teachers adjust the environment to students' preferences, the
students perform better academically and are better behaved.
How can you address environmental preferences in the classroom? Here are some tips from
research and practice:

Create both well-lit and dimly-lit areas in the classroom by using bookcases, screens, plants, and
other furniture. Some children learn best in bright light, but others do significantly better in low
light. Bright light actually makes some students restless and hyperactive. Try allowing students to
sit where they feel most comfortable, or try placing fidgety children in low-light areas and listless
children in brighter areas.

Provide opportunities for children to move around while visiting learning centers and other
special classroom areas. Most of us have the mistaken impression that children learn best when
sitting still, but research now proves that many children need extensive mobility while learning.
These children learn significantly more if they move from one area to another as they acquire
new information.

Establish informal furniture arrangements where students can sit on soft chairs or pillows, or
lounge on the carpet. Another myth is that children learn best when sitting up straight in hard
chairs. About 75 percent of the total body weight is supported on only four square inches of
bone when humans sit up straight in a hard chair, so it is easy to understand how the resulting
stress on the buttock tissues causes fatigue, discomfort, and the need for frequent changes in
posture. Research supports the common-sense notion that many students pay better attention
and achieve higher grades in more comfortable settings.

Establish listening stations with headsets for children who need sound, and quiet study areas for
those who work best in silence. Many children disprove another commonly held conception:
that silence helps kids concentrate better.

Help students become aware of their own temperature preferences and encourage them to
dress accordingly. Temperature preferences vary dramatically, and most children can't
concentrate when they are either too cool or too warm.

Designing Classroom Space

The sky's the limit when it comes to designing classroom space. Beverly Kirk, from Carson City
Nevada, had her husband make a special desk with a recessed top to keep math
manipulatives in one place. Marilyn Aldrich, from Westhampton Beach, New York, uses flat pizza
boxes, stacked for storage, to house math manipulatives and other materials. And Jack George,
who teaches fourth grades in Rome, New York, built an eight-foot high loft (it can hold six
children) in his classroom that functions as a puppet theatre, quiet reading/writing space,
teaching platform, private conference center, test make-up area, and place to stage skits,
science experiments, and more.

This article was adapted from Learning to Teach...Not Just for Beginners: The Essential Guide for
All Teachers by Linda Shalaway (© 2005, Scholastic).

About the Book

Learning to Teach...Not Just for Beginners by Linda Shalaway is a must-have resource that
combines the latest in education theory and best-practice instruction in an easy-to-navigate
format that teachers will want to keep close at hand. Filled with helpful strategies, tips, and
insights from veteran teachers across the country, the book covers essential topics of instruction,
planning, management, and professional growth. Also includes updated standards and
technology sections, a complete glossary of education terms, and a new index

https://www.scholastic.com/teachers/articles/teaching-content/classroom-organization-
physical-environment/

****CLASSROOM ARRANGEMENT STRATEGIES Poverty obviously impacts social capital; however,

without the capacity to address abject poverty in the lives of many of the children who sit
before us, we must focus on issues that may be addressed in the classroom: physical
arrangement and management strategies. Classroom Arrangement As Fred Jones, a noted
classroom management expert, explains: “A good classroom seating arrangement is the
cheapest form of classroom management. It’s discipline for free.” Many experienced teachers
recommend assigned seating for students to facilitate discipline and instruction. They argue that
students left to their own devices will always choose a seat that places the teacher at the
greatest disadvantage. Best practices suggest a few common-sense rules to guide classroom
arrangements. • Students should be seated where their attention is directed toward the
teacher. • High traffic areas should be free from congestion. • Students should be able to clearly
see chalk board, screens, and teacher. • Students should be seated facing the front of the room
and away from the windows. • Classroom arrangements should be flexible to accommodate a
variety of teaching activities. Establishing Rules of Conduct Much research on classroom
management has focused on student participation in establishing codes of conduct. It suggests
that students should actively participate in the creation of guidelines governing classroom
behavior. This belief suggests that students will support rules they establish. Best practices
recommend minimizing the number of rules. Children have a tendency to recommend a laundry
list of rules. Teachers, however, should provide limited structural input so that rules are direct,
clear, and consistent, and encourage positive behavior. In addition, teachers must make sure
that rules are designed to support a concept of consequences for inappropriate behavior rather
than punishment. A good classroom seating arrangement is the cheapest form of classroom
management. – Fred Jones Classroom management expert Fred Jones says teacher mobility
should be the aim of any classroom seating arrangement. This arrangement is among several
different seating configurations illustrated in Jones’s book, Tools for Teaching

Preventing Disruptions

Effectively managed classrooms are orderly

(relatively speaking), with a minimum of student

misbehavior and reasonable levels of time on task.

Effective classroom managers are more skilled at

preventing disruptions from occurring in the first

place, according to J. S. Kounin (1970). Kounin

identified specific approaches to keep students

focused on learning and reduce the likelihood of

classroom disruption. These included:

Consequences versus

Punishment

Emerging research suggests that inappropriate

behavior should be followed by consequences

rather than punishment. Consequences are viewed

as an end result of a child’s inappropriate act. That

is, they should not be viewed as something

imposed, such as sanctioning, but rather as an

appropriate outcome for an inappropriate act. A

consequence should make sense, be a logical

ending for an action. It should be the effect of

behaving inappropriately.

Punishment, on the other hand, is punitive and/or

penal in nature. It does not necessarily serve a

learning purpose, but rather “gets even.” It sends

the wrong message. Children are in school to learn.

Part of learning is making mistakes, both academic

and social. Imagine punishing a student for

misspelling a word. It sounds absurd. Effective

teachers discover appropriate ways to help the

student learn the correct way to spell the word. A

like approach should be taken to address

inappropriate behavior. The approach should have

as its major tenet ways in which the student might

learn from the mistake. This approach takes the

perceived personal affront toward the teacher from

Ricco is out of his assigned seat. The

teacher says, “Ricco, stand at your seat

for the rest of the afternoon.” Does this

consequence fit the interaction, or is it

merely punishment?

Classroom Rules of Conduct

(examples written by children)

• No chewing gum

• No hitting

• No using bad language

• No talking without raising hands . . .

• “Withitness.” Communicating that you know

what the students are doing and what is going on

in the classroom.

• Overlapping. Attending to different events

simultaneously, without being totally diverted by

a disruption or other activity.

• Smoothness and momentum in lessons.

Maintaining a brisk pace and giving continuous

Classroom Management Strategies

• Hold and communicate high behavioral expectations.

• Establish clear rules and procedures, and instruct students in how to follow them; give

primary-level children and those with low socioeconomic status, in particular, a great

deal of instruction, practice, and reminding.

• Make clear to students the consequences of misbehavior.

• Enforce classroom rules promptly, consistently, and equitably from the very first day of

school.

• Work to instill a sense of self-discipline in students; devote time to teaching selfmonitoring

skills.

• Maintain a brisk instructional pace and make smooth transitions between activities.

• Monitor classroom activities; give students feedback and reinforcement regarding their

behavior.

• Create opportunities for students (particularly those with behavioral problems) to

experience success in their learning and social behavior.

• Identify students who seem to lack a sense of personal efficacy and work to help them

achieve an internal locus of control.

• Make use of cooperative learning groups, as appropriate.

• Make use of humor, when suitable, to stimulate student interest or reduce classroom

tensions.

• Remove distracting materials (athletic equipment, art materials, etc.) from view when

Sample Behavioral Assessment

Questions

• What do we know about the child’s

likes and dislikes?

• What does the challenging behavior

look like?

• Does the challenging behavior occur

all the time or at certain times?

• When is it less likely?

• What are the activities or expectations

and with whom does it occur?

• Is the behavior harmful to self or

others or is it merely distracting?

• Is the problem significant to some

teachers and not significant to others?

• Whose problem is it?

• What are some of the strengths/

weaknesses and needs of the child?

• What does this child value?

https://msu.edu/~dunbarc/dunbar3.pdf © 2004 Michigan State University. All rights

reserved Editor

Linda Chapel Jackson

Top 10 Secrets of Successful Classroom Management

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60 CommentsTop 10 Secrets of Successful Classroom Management

Featured Author:

Natalie Schwartz

Untitled1_max70w Natalie Schwartz is the author of The Teacher Chronicles: Confronting the
Demands of Students, Parents, Administrators and Society (Laurelton Media). Based on revealing
interviews with more than fifty teachers around the country, The Teacher Chronicles delves into
the challenges and pressures teachers face every day, such as managing behavior issues in the
classroom, cultivating relationships with parents, navigating school district politics, and helping
students confront adversity in their lives. Drawing on her research, Natalie created the workshop
“Building Successful Parent-Teacher Partnerships.” In the workshop, she offers teachers and
parents effective strategies for improving communication and strengthening relationships.
Members of Teaching will receive a 10% discount on The Teacher Chronicles. For more
information about The Teacher Chronicles and to order your copy, click here. To receive your
discount, enter the Promo Code “APPLE” and select the discounted price.

More articles from this author:

3 Ways to Partner With Parents for a Successful School Year

What Do Parents Really Want From Teachers?

How Teachers Can Work With 5 Difficult Types of Parents

Natalie Schwartz | Teaching

When Richard Eyster encountered Jennifer Longley at an education conference, he was

delighted to learn she had entered the teaching profession. He remembered Jennifer as a bright
and good-natured student in his third grade class twelve years earlier. But when they met for
lunch, she opened up to him about her frustrating struggle to maintain control of her high school
English class. He later found out that she left teaching to pursue a career in marketing—after
only one year in the classroom.
Dismayed that generations of students would miss out on Jennifer’s ability to engender creative
expression and enthusiasm for literature, Eyster set out to offer teachers practical techniques for
addressing challenges, engaging students, and fostering a productive and fulfilling school year.
He teamed up with fellow education expert Christine Martin to write Successful Classroom
Management (Sourcebooks), a comprehensive, insightful and inspirational survival guide for
teachers.

Successful Classroom Management covers everything from preparing for the school year to
dealing with bullying to forging relationships with administrators. Below is a list of my ten favorite
insights from the book. I had the opportunity to speak with Richard Eyster recently and gain a
deeper understanding of his perceptions and strategies.

1.) Effective classroom management is based on a learnable set of skills.

New teachers, like Jennifer Longley, often buy into the myth that the ability to manage a
classroom is an inherent trait. Eyster maintains that teachers can acquire the skills necessary to
successfully manage a classroom.

Students are hardwired to test their teacher, but they want the teacher to pass the test,
according Eyster. Successful Classroom Management offers methods for preemptively
establishing order and expectations, addressing transgressions, enlisting parental support, and
using the disciplinary hierarchy. Eyster’s focus on creating a positive tone and his multi-step
approach to discipline are designed to avoid or resolve issues before a punishment—such as
detention or suspension—is warranted.

“If the teacher has built a positive reputation for the child, and if the child senses the teacher
believes in them, and then the teacher is disappointed in them, that can be jarring,” Eyster says.

2.) Establish a positive relationship with the class.

Expect that some students will test you by misbehaving. When they do, Eyster recommends
isolating the tester, not yourself. It’s important to stay united with the rest of the class.

“Often unconsciously teachers will say, ‘You kids are out of control today,’ when it may be a
very small number of them are actually out of control, and a significant number of them want to
get work done,” Eyster says.
“It’s so easy for beginning teachers to feel it’s us against them,” he says, noting that this attitude
is the leading cause of dissatisfaction among new teachers.

3.) Praise is a powerful tool.

Praise can be used to transform a student’s image, uplift the entire class, and reinforce the
values you seek to promote in your classroom or school community.

When praising students, it’s important to be specific, Eyster says, and encourage behavior that’s
repeatable. “If you praise a child for coming up with a great quote in an English paper, and you
do it personally to them in writing at the bottom of the paper, or personally privately, or publicly
in front of the class, that child is never going to turn in a paper again without being conscious of
choosing a good quote,” Eyster says. “It creates a template for their own behavior moving
forward.”

4.) Welcome feedback from your students.

Eliciting feedback can entail asking a simple question such as, “So how was the homework last
night?” Or it can involve handing out a survey posing questions such as, “What do I do well that
works for you?” and “What do I need to know about your learning style to teach you more
effectively?”

Requesting feedback from students can be “invaluable for professional development,” Eyster
says. He suggests distributing individual, written surveys once or twice a year, and asking verbal
questions about homework and tests to the entire class on a regular basis.

5.) Create a safe learning environment.

Establish a classroom culture in which students are required to respect one another. In Successful
Classroom Management, Eyster and Martin point out that a classroom is a tiny universe, adding
“Show what kind of universe you would run, given the chance. Because you have been given
the chance.”

Eyster says, “A respectful, safe environment is one in which kids are listening to each other and
responding to each other.” He suggests posing open-ended questions that encourage a dialog
among the students. Most important, teachers should never tolerate mocking, cruelty,
impatience or disrespect directed at a classmate.
6.) Variety is the key to engaging students.

In Successful Classroom Management, Eyster and Martin offer a comprehensive list of options
teachers can incorporate into their lesson plans. Examples include lectures, small group projects,
role-playing, journaling, fishbowl discussions, skits, partner discussions and debates.

“Variety adds pep and energy to a class. Beyond that, it also allows different children to shine,”
Eyster says. Another plus: teachers who have been teaching the same subject or grade level for
years can maintain their interest by varying their lesson plans and teaching tactics.

7.) Establish the expectation that everyone must participate in class every day.

Eyster and Martin point out that speaking is a critical life skill, and it only improves with practice.
Eyster recommends informing students early on that they will be expected to participate every
day. Offering positive feedback about a student’s comment can encourage future
participation, particularly among shy students.

“Praise that’s given to them when they do come forward with a thought can really make a
transformative difference,” he says.

8.) Assessments should look forward, not back.

The purpose of assessments should be to redirect a teacher’s energy toward the gaps in student
learning that are revealed. But often teachers record a student’s grade and move on.

“Teachers have the possibility to change the way they record information in the grade book,”
Eyster says. Grade book software is available that allows teachers to note specific observations
about a student’s trouble spots, allowing them to address such issues going forward.

“The simplest thing to do is to require every kid on every test to correct every problem,” Eyster
notes.

9.) Parents have two main expectations of teachers:

Are you a professional?

Do you care about my child?

To convey professionalism, stay organized. “The disorganized teacher will say they’re going to
send something home Thursday and forget, or they’ll leave off a page on the homework.”

Before interacting with parents, “Make sure you do your homework and know the child,” Eyster
says. In addition, calling or writing a parent to give them positive feedback about their child
demonstrates you care about their child and you’re a professional. “One of the most powerful
things you can do is recognize the power of praise,” Eyster says.

10.) Indicate to parents the potential for growth in their child.

When parents defend and excuse their child’s unacceptable behavior, express a positive view
of the child. “You can change the tenor of the conversation with the parent,” Eyster says,
offering the following example: “When I think of your son or daughter, I don’t think of a mean-
spirited kid. I think of somebody who’s able to make people feel good about themselves.”

Indeed, teachers have the ability to positively influence a child’s personal growth. According to
Eyster, “One of the most important things we can do as teachers it do develop, communicate
and preserve positive reputations for our students.”

http://teaching.monster.com/benefits/articles/10033-top-10-secrets-of-successful-classroom-
management?page=2

***Using Reinforcement and Punishment at School

January 20, 2015/0 Comments/in Behavior, Parenting, Teachers /by Shannon Taurozzi

Classroom management can be a very challenging part of teaching. Keeping 20-30 students
calm, engaged, and motivated to learn is no easy feat! For optimal learning, it is necessary for
the teacher to have the student’s behavior under control. It is also important for students to be
given clear expectations so they know exactly what behaviors are expected in the classroom.
Just as the principles of reinforcement and punishment can be utilized in the home, they can
also be used to help with the management of behaviors at school.

Using Reinforcement in the Classroom:reinforcement and punishment in the classroom

Reinforcement is a consequence following a behavior that increases the probability that the
behavior will increase in the future.

In addition to keeping behavior under control, reinforcement in the classroom should be used to
keep students engaged and motivated to learn. Teachers should use reinforcement often in
order to maintain a positive learning environment and to promote appropriate classroom
behaviors.

Examples of reinforcers that can be used in the classroom include the following:

Teacher praise

Earning privileges

Teacher attention

Taking away a homework assignment

Extra recess time

Extending a deadline

Using Punishment in the Classroom:

Punishment is a consequence following a behavior that decreases the probability that a

particular behavior will occur in the future.

Punishment should be used in the classroom to decrease undesirable behaviors. Punishment in

the classroom needs to be implemented with care, and should never be used to single students
out or to punish behaviors that are due to a specific disability. If a particular student has
challenging behaviors as a result of a disability, it is important to seek additional assistance so a
behavior plan tailored to that child can be developed.

Generally, reinforcement should be the primary strategy utilized in the classroom, but if
punishment is necessary, it should be the least restrictive type of punishment. Before
implementing any punishment strategies, it is important to check with your school’s policy on
appropriate classroom management strategies and what is and is not permitted in your specific
school.

Examples of punishments that have been used in classroom include the following:

Loss of recess time

Extra homework

Loss of other privileges

Detention

Examples of more restrictive and inappropriate punishments include sending a student to a

solitary time-out room and missing lunch or snack.
Many teachers use classroom-wide behavior management systems that utilize both
reinforcement and punishment. These systems are very popular in many classrooms because
they can be easy to implement and the students know exactly what is expected of them.

Classroom-wide behavior management systems that utilize both reinforcement and punishment:

Stoplight Management System: A large stoplight with green, yellow, and red is placed in the
classroom along with moveable buttons or clothespins with each student’s name. The students
begin each day on green, but depending on their behavior can move to yellow or red. At the
end of the day the students who are still on green receive some type of reward or privilege.

Token Economy: A behavior change system where students earn tokens for engaging in specific
behaviors and then at a specified time, can exchange those tokens for desired items.

Group Contingencies: These types of contingencies occur when one consequence is delivered
based on the behavior or performance of either certain students or all of the students in the
classroom. There are three different types of group contingencies.

Independent group contingency: A reward is available to all of the students in the classroom,
but only students who meet the specific criteria earn the reward.

Dependent group contingency: The reward for the entire group is dependent on the behaviors
or performance of one specific student or small group.

Interdependent group contingency: All of the students in the classroom are required to meet the
specific criteria (both individually and as a group) before earning a reward.

https://nspt4kids.com/parenting/using-reinforcement-punishment-school/

Classroom Management: Praise

From: Karen McColgan

Email: 89985@udel.edu

Course: EDST390-011: Instructional Strategies and Reflective Practice

College: University of Delaware

Instructor: Eugene Matusov

ClassWeb: http://www.ematusov.com/EDST390.98S

ChildrenObservations: No

Date: 5/26/98

Time: 11:29:24 AM

Remote Name: 207.87.170.148

Abstract
I plan to discuss classroom management and how I think that students' misbehaviors can be
controlled by using praise. There are many ways to go about managing a classroom; however, I
feel that praise is the most effective if it is done properly. Many teachers use praise to manage
students', to direct them toward the most appropriate behavior in the classroom. Praise has to
be concrete and disicriptive, if it is not, teachers may not get the behavior that they set out to
accomplish. This is definitely a dilemma for teachers who plan to use praise as a classroom
management technique, but do not know how to use it effectively. I will explain how to use
effective praise, why I am for it and how it can backfire, which lead to the pros and cons of
praise.

Paper

Classroom Management for children's behavior is essential in the teaching profession. The way in
which some teachers plan to control their pupils could be beneficial or dangerous to the
student's learning process. Teachers need the knowledge to effectively make children aware of
the appropriate behavior in the classroom.

Teachers that are most likely to have trouble with discipline in any grade are the new, the strict,
and the teachers that no longer have "zest" for their profession (Cutts, 1957, pages 6,7). In order
to manage a classroom wisely, teachers need to start on the first day of school with a firm and
friendly attitude. It is important to have classroom rules and follow through with them, monitoring
them constantly. The rules should emphasize appropriate behavior and should be posted in the
classroom for all to see and understand. The results to a positive approach towards
management can be beneficial. When teachers praise good behavior, they provide a model
for all students to recognize what "good behavior" is. Social praise is the most powerful
reinforcement universally.

It is most likely that every teacher will have one or more students whom they find some difficulty
in controlling. In order to manage inappropriate beahvior, I feel that teachers should teach
what to do and not what not to do; teach alternative behaviors. Also, teachers should pay
attention to the behaviors that they want to see more of in the future. There is always something
to praise no matter how difficult a student may be. I feel that praising is the answer to many
misbehaviors.

The job of a teacher is to instruct not to manage. Yet, management and instruction are
interdependent. Both of these elements, management and instruction, must be present and
working all of the time in order for the learning environment to be its best. (Wilson, 1996, page 2)
Whether teachers plan well, communicate expectations clearly, and the lessons are meaningful,
there will always be situations where students mibehave. In the past, teachers focused primarily
on how they could respond to disruptive behavior after its occurrence. However, classroom
disruptions can be prevented from ever occurring in the first place by using a positive approach
towards classroom management. The results to a positive approach towards classroom
management can be beneficial. When teachers praise good behavior, they provide a model
for all students to recognize what "good behavior" is. Social praise is the most powerful
reinforcement universally.

According to Fred and Carol Chernow, authors of Classroom Discipline and Control, praise has
two conclusions, our words and the students' conclusions. Our words should describe clearly
what we like and appreciate about the students "work, efforts, achievements, considerations,
and creation." Teachers describe the event and the students draw conclusions about their
character. For effective praise, a teacher could say, "I appreciate your stacking the books. We
were running late and there were so many books." This statement describes the event and the
student would think to themself that they are helpful. On the other hand, if the teacher said,
"You are a terrific kid." Then, the child may think that they can't be terrific all of the time, which is
an example of ineffective praise. "To use praise effectively, teachers should describe and not
evaluate." (1981, page 60)

Evaluation is a negative aspect of praise, which could lead to results that teachers may not
have been looking for. For example, tell a student that he/she is good and they deny it. Praise
an adolescent for their math project and they are quick to point out its defects. Praise can
definitley backfire; it can bring about "ill-feeling and anxiety." This is because it evaluates and
does not describe. "You are always so sweet," this statement is uncomfortable; it puts the child
under an obligation to live up to the impossible. "No one is always sweet." (Chernow, 1981, page
59)

Praise is extremely effective if is contingent (if...then), immediate, personable using studens'

names, discriptive (telling the child what you are praising for), convincing and genuine, varied
by not saying same the thing all of the time, and finally nondisruptive. In my opinion, social praise
is a "powerful" component in the classroom; it allows for teachers to acknowledge the behaviors
they want to see more of and help to teach alternative beahviors.

However, praise does not always have successful results. Praise has to be consistent. If a teacher
starts to praise a child, they should continue to do so or misbahviors will soon start up again. In
order to praise students for appropriate behavior, teachers should not do it randomly in a
general manner. Praise should be specific, describing desirable behaviors. Praise by some
teachers may not show any signs of credibility, in order for it to be efffective it should be sincere
and genuine, encouraging the students' successes. Providing praise can definitely be effective if
it descriptive (http://www.adprima.com/managing.htm).

There are some instances when praise may not work, for example if a child rejects it. When a
situation of this sort occurs, teachers need to find an alternative route. Pairing praise with the
delivery of a reward is a great way to reach these children. This could be done in a simple point
system. In order to do this properly, the teacher should praise immediately prior to the delivery of
the reward. Never give a point first followed by praise. For example, "Barbie you worked hard on
your reading assignment. You got 9 out of the 10 comprehension questions correct. You are
doing good work. That's two point for accuracy and a bonus point for doing better than
yesterday. Keep up the super work."

Gradually the point system fades away. As points are reduced, occasional unpaired praises
should be given between the times praise and points are rewarded. According to Chernow, this
will help to maintain the child's appropriate behavior between the delivery of points. Also, it will
help the child to adapt to the fading process. (1981, page 61)

I believe, that by providing students with praise it will stop the misbehaving before it gets to be
disruptive for other students. Praise may not always have successful results if it is not done in an
effective fashion. However, I feel that the more teachers praise students for behaviors they want
to see more of without evaluating, students will be more likely to respond appropriatly. "The
systematic use of powerful effective praise is proabably the most important and significant single
thing the teacher can do to build in the long term maintenance of changed child behavior"
(Chernow, 1981, page 61).

References

Chernow, Fred and Carol. "Classroom Discipline and Control" Parker Publishing Company, Inc,
NY. 1981, pages 59-61.

Cutts, Norma. "Teaching the Disorderly Pupil" Longmans, Green and Co., NY. 1957, pages 6-7.

Wilson, Elizabeth. "Classroom Management" Educational Research Service, VA. 1996, page 2.

WWW site: ADPRIMA. "Manging Student Conduct" http://www.adprima.com/managing.htm

http://ematusov.soe.udel.edu/final.paper.pub/_pwfsfp/00000131.htm

How To Praise Students And Influence Behavior

by Michael Linsin on November 27, 2010

How To Praise Students And Influence BehaviorWhen I was a new teacher many years ago, I was
told by a veteran colleague that the school’s principal valued praise above everything else.

So when the boss walked through the door for my first formal observation, I started throwing
around praise like a dog trainer with milk bones.
Wow, great answer, Jason!

Amazing work, Jessica! I’m blown away!

Gimme a high five, Theo! Way to go!

I’ve since discovered that this is a common belief in education; that the bigger, the more
frequent, and the more over-the-top the praise is, the better.

But for most situations, excessive praise isn’t the way to go.

Here’s why:

It’s not meaningful to students.

It lowers expectations.

It doesn’t change behavior.

It’s so prevalent that it has become humdrum to students.

A Better Way To Praise

For praise to be effective, for it to ignite motivation, influence behavior, and steer students
toward excellence, it must be meaningful. It must stir something inside their hearts that makes
them want to get better.

Here are four keys to make sure that your praise hits its mark:

1. Make it private.

Giving praise privately is more effective than doing it in front of the class. Yes, there are moments
when public recognition is appropriate. But nine times out of ten, it’s best to keep it between the
two of you.
2. Make it subtle.

Small gestures of praise are powerful. Eye contact and a smile from across the room. A note
folded over and left waiting on a student’s desk. A hushed, “I knew you could do it.” These small,
subtle commendations feel less like praise and more like sharing a special, albeit quiet,
celebratory moment.

3. Make it worthy.

Praise won’t have meaning to your students if they don’t deserve it. Only offer praise when you
notice them doing something that is beyond what is a common classroom expectation. Watch
for students working harder, performing better, or going out of their way to help their classmates.

4. Make it sincere.

Praise won’t have its desired effect unless you’re genuinely proud of your student(s). If you don’t
feel it in your heart, they won’t feel it either. Heartfelt praise has the power to motivate and
change behavior. It’s the result of seeking excellence, hard work, and altruism in your students,
and then letting them know how you feel about it.

More Isn’t Better

If you’ve ever thought that all the praise you give doesn’t make much of difference, you’re right.
The more praise you give for things that aren’t worthy of it, and the more frequent and over-the-
top it is, the less effective it will be.

When it comes to praising students, more isn’t better.

Private, subtle, worthy, and sincere, though, are.

Thanks for reading

https://www.smartclassroommanagement.com/2010/11/27/how-to-praise-students-and-
influence-behavior/

List of Classroom Distractions

By Stephanie Cai

Distractions can cause lack of focus and learning.

Distractions can cause lack of focus and learning.

Keeping students focused on learning can be a challenging task. Distractions can come in
various forms and can deter students from paying attention to important lessons. As a teacher
you must know what is distracting your students before you can present a solution to fix the
situation.

Lateness

Teachers are adamant that students are on time for a reason. When a student is late, she
distracts and disturbs everyone in the classroom. A teacher can lose his train of thought and the
students are too busy observing the latecomer fumble with her belongings. Late students also
can cause repetition of instructions and information as well.

Talking

Talking is perhaps one of the most common distractions in a classroom. When a student talks to
another during a lecture, he is distracting all the other students around him. When speaking out
of turn, students can miss vital information, assignments and instructions. It can be a distracting
chain-reaction effect. Once a student misses information, he may ask his neighbor what he's
missed, which can cause more talking and confusion.

Technology

With the new technology of cell phones and laptops, students can miss whole lessons. Texting is
an activity loved by students and if they have their cell phones on them, they will try to text each
other while in class. If your school has wireless Internet (Wi-Fi), students become distracted Web-
surfing and using social networks like Twitter and Facebook. Teachers should make sure that all
cell phones are turned off and discourage the use of laptops in the classroom.

Being Unprepared

Students who come into class without the necessary materials distract themselves and those
around them. They will distract their neighbors out of boredom or ask them for missing materials.
Some will ask for a pen, paper or to share a textbook, and unprepared students may zone out
and not pay attention to the lesson.

Eating or Gum Chewing

Many classrooms have a "No Eating in Class" rule. The rustling of wrappers can cause teachers to
lose their train of thought while the smell of foods can cause students to pay attention to the
grumbling in their stomach instead of the lesson going on. Gum chewing is a major distraction in
classrooms. Some students may smack their lips while they chew or even snap their gum in the
middle of a lesson. https://classroom.synonym.com/list-classroom-distractions-7882007.html

Professor Lecturing Class

Handling Classroom Distractions

For the most part, students are hard-working, courteous and well-behaved in class. Right?
Occasionally, you may find yourself faced with a student whose behavior threatens to sidetrack
or disrupt the course. It may be behavior which is distracting, such as doing something not class-
related, or it may be behavior that is interruptive and intentionally disruptive. Either way, you
need to maintain control in the classroom. Use these tips to stay on top of classroom distractions
and disruptions.

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Establish standards.

Prevention is better than cure. Establish certain standards at the beginning of the semester by
defining expectations in the course syllabus and reviewing those expectations on the first day of
class.

Make it clear that class disturbance of any kind is unacceptable.

Make it clear that class disturbance of any kind is unacceptable. This includes: coming in late,
sleeping, reading newspapers, listening to music, text-messaging, talking, doing other
homework, eating, etc. These activities disturb others and undermine the decorum of the
classroom. Deal with these disruptions first through non-verbal cues, catching their eye, to let
them know you recognize that they are not engaged in the class. If this doesn't work, you may
want to direct a question their way or speak to them after class. Do not ignore these students for
to do so only encourages others to join in this kind of behavior.

Take action early on.

Take swift and firm action early on, before your authority is compromised. Being able to identify
problems before they escalate will help you to maintain control of the class. The basic rule is not
to embarrass the student in class. Embarrassment does little to help change a student's behavior
and may affect the other students as well. Speak to students individually after class and ask
them to adjust their behavior.
Communicate that disturbance shows a disregard for classmates.

Communicate that disturbance shows a disregard for classmates. It is important for students to
realize that they are disrespecting their peers, who may want to learn, when they cause
classroom disruption. Stress the value of cooperation and consideration.

Recognize that one student dominating a discussion may be a distraction.

Recognize that one student dominating a discussion may be a distraction. Class discussion is a
great engagement tool, but the other students will tune-out if they feel the discussion is just
between you and one or two other students. The rest of the class will become disengaged.
Speak to this student after class, explaining the value of involving the whole class.

Keep an eye on students who commonly sidetrack a discussion.

Keep an eye on students who commonly side-track a discussion, not really responding to the
topic or question at hand, moving the class away from the intended content. This student may
relate long personal stories which do not really have relevance to the topic at hand. These
students can also disrupt a class. It is best to have carefully formed questions that require the
answer to relate back directly to the readings or topic at hand. Learn to bring these students
back on-topic so the rest of the class doesn't tune-out

Speak immediately to students who make intentional offensive remarks.

Students who make offensive remarks (racist, sexist, etc.), intending to offend, should be spoken
to immediately. This behavior is unacceptable and if it repeats, should be dealt with through
proper channels. See USC Offices for Help with Student Issues.

https://www.sc.edu/about/offices_and_divisions/cte/teaching_resources/goodteaching/handli
ng_classroom_distractions/index.php